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My Favorite Inquiry Labs For AP

My Favorite Inquiry Labs For AP. Lisa Devillez and Trina Merrick Marshall County High School. Are your Students Ready for Inquiry? . Do they get to the end of a lab and cannot remember what they were supposed to find? Do they get lost in the multitude of mindless directions?

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My Favorite Inquiry Labs For AP

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  1. My Favorite Inquiry Labs For AP Lisa Devillez and Trina Merrick Marshall County High School

  2. Are your Students Ready for Inquiry? • Do they get to the end of a lab and cannot remember what they were supposed to find? • Do they get lost in the multitude of mindless directions? • Do they miss analysis questions or are unable to write about the purpose of a lab? • Do they fill in data tables without realizing what they are writing down? If you answered yes to these questions, your students are ready!

  3. Are YOU Ready for Inquiry? • Can you tolerate some controlled chaos? • Can you refrain from spontaneously blurting out answers to the essential questions yourself? • Can you resist the urge to say “move over and let ME do that”? • Can you suppress your overwhelming need for absolute cleanliness, order, and “everything in its place-edness” for one day? If you can answer yes to these (or MOST of these) questions, you are ready for some spice in your classroom!

  4. Messy Lab

  5. Benefits of Inquiry • Increases engagement and interest in the lab. • More realistic environment for “doing” science. • Leaves room for more than one approach to the problem. • Students are less likely to lose sight of the goal, because they decide more of the path to get there.

  6. Defining Inquiry • The process of “inquiry” is modeled on the scientist’s method of discovery. It views science as a constructed set of theories and ideas based on the physical world, rather than as a collection of irrefutable, disconnected facts. It focuses on asking questions, considering alternative explanations, and weighing evidence. It includes high expectations for students to acquire factual knowledge, but it expects more from them than the mere storage and retrieval of information. • Foundations, The Challenge and Promise of K–8 Science Education Reform (1997). Written by EDC’s Center for Science Education and Published by the National Science Foundation.

  7. OUR Definition of Inquiry A laboratory experience where students make decisions about some or all of the following: • Procedure • Data Collection • Equipment and Material Selection • Design • Analysis Methods • Or any other element you choose

  8. Academic Expectations/KY Core Content Related to Inquiry Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems. Students will • formulate testable hypotheses and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. • use equipment, tools, techniques, technology, and mathematics to improve scientific investigations and communications. • use evidence, logic, and scientific knowledge to develop and revise scientific explanations and models. • design and conduct different kinds of scientific investigations. • communicate and defend the designs, procedures, observations, and results of scientific investigations. • review and analyze scientific investigations and explanations of other investigators, including peers.

  9. Three Types of Inquiry • Challenge Labs: Students are asked to design an experiment and perform the experiment. Materials can be provided or left up to the students to varying degrees. • Interesting Questions: The teacher presents an open-ended question, usually within a student’s everyday experience. Students then use defined variables to answer the question. Pre-lab is used to define the variables. • Analysis (skill application): Students use a previously learned skill to perform analysis on an unknown quantity.

  10. Examples of Challenge Type Labs Chemistry: • 30 Second Alka-Seltzer Challenge Physics: • Tick-Tock & Grandfather Clock • Solid Fuel Rocket Building • Egg Drop • Balloon Rockets • Design and Build a Speaker.

  11. Tick Tock

  12. Examples of Interesting Question Type Labs Chemistry: • How does the amount of CO2 released into the atmosphere from carbonated beverage consumption relate to the amount released from automobiles? Physics: • Which hits the ground first: a rifle-fired bullet or a bullet dropped from the same height? • What’s in the box? • Which work shoe is best? • How much work can you do?/How much power is in you? (Muscle Up) • Which one is heavier?

  13. Examples of Analysis Type Labs Chemistry: • Titration Lab • Identification of White Powders Physics: • Torque Activity/Torque Feeler • Measuring the Wavelength of Light With a Ruler • Determine the Value of g (Picket Fence Free-Fall) • Projectile Motion Lab (Potato Launcher Lab)

  14. Find Them, Borrow Them, or Make Them • Some inquiry type labs can be found in manuals, like PRISMS (Physics Resources and Instructional Strategies for Motivating Students, University of Northern Iowa) or Conceptual Physics by Paul G. Hewitt. Holt Physics Discovery and Invention Labs make good candidates for labs that lean toward scenarios and some inquiry. • There are many resources on the web. • But, if you cannot find what you want, or you don’t want to change the labs you ALREADY do, you can transform your own labs!

  15. From Cookbook to Sizzle-Inquiry • Turning your step-by-step labs into inquiry usually takes a little more than simply removing instructions! There are some decisions you must make. • These are not necessarily steps which must be followed in a particular order, but elements that will help organize your lab experience.

  16. Template

  17. Purpose and Objectives • Determine the purpose of the lab. This can be the stated purpose that is in the manual or a revision of your choice. • Determine the objectives of the lab.

  18. Lab Type • Decide which type of inquiry lab would suit the purpose and achieve the objectives. Challenge Labs Interesting Questions Analysis

  19. Materials • Determine the amount of materials you are going to allow. • Providing a very limited amount of materials “funnels” students to a narrower procedure from group to group, • Giving more choices creates more diverse procedures in your class. You can begin by intentionally making choices fewer until your comfort level increases.

  20. Delivery Method to Students • PowerPoint Slides • Overhead/Board • Verbally • Handout

  21. Delivery Statement Convey the Purpose and/or Objectives • Procedure • Mini-Procedure • Question (Interesting Questions, Question for Analysis, Challenge Question) • Scenario • Discussion • Essential Questions • Pre-Lab Questions/Post-Lab Questions • Data: Include any directions that you deem necessary, like minimum number of samples, etc. Encourage repeatability.

  22. Analysis Type/Product Type • Informal • Formal • Lab Report • Weight of grade

  23. Analysis Questions • Are there particular questions you want students to answer? • Are there examples of calculations you want them to do? • Do you want to present this to them before they perform the lab or after? • What kind, if any, post lab do you want?

  24. FAQ’s • “What do I do about one group devising a method and then sharing it?” Nothing • “Can I answer any questions?” Decide beforehand what types of questions you will answer and how. If a question surprises you, tell them you will think about it for a minute and get back to them, or better yet, ask them what they think. • “If groups are not doing the same thing at the same time, isn’t it more work for me?” Often it is in the beginning, but this improves with every lab you and your students do. • “Can we use scenarios?” Scenarios are always good and can fit into any of the three types. Be creative.

  25. Links, Other Inquiry Ideas and Further Discussion • Kyscience.pbwiki.com

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